COMD 307 Exam 1 Study Guide PDF

COMD 307 EXAM 1 STUDY GUIDE PRACTICE QUESTIONS Week 1 & 2 (Chapters 1 & 2) 1) Differentiate communication, speech, and language. a) communication: the exchange of information, ideas, needs and desires between two or...

COMD 307 EXAM 1 STUDY GUIDE PRACTICE QUESTIONS Week 1 & 2 (Chapters 1 & 2) 1) Differentiate communication, speech, and language. a) communication: the exchange of information, ideas, needs and desires between two or more individuals. b) speech: verbal means of communicating c) language: a socially shared code representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols 2) Differentiate metalinguistic, paralinguistic, nonlinguistic. a) metalinguistic: the ability to talk about, analyze, judge, and see language as an entity separate from its content or out of context i) develop literacy skills, phonemic awareness, and the ability to judge communicative competence b) paralinguistic: using suprasegmentals as a way to change speech in order to signal attitude or emotion i) intonation, stress, pacing/ prosody, pausing c) nonlinguistic: the way of communication without using language i) gestures, body posture, facial expression, eye contact, head and body movement, proxemics (physical system) 3) What are the properties of language? a) Arbitrary b) social tool c) rule-governed system d) generative  e) reflexive f) displacement 4) What is expressive and receptive language? a) Expressive language i) oral language and written language b) Receptive language i) reading and listening 5) Describe the components of language: content, use, and form a) Content: i) semantics: the rules governing meaning of words (vocabulary, lexicon) ii) used to represent ideas (concepts, objects, events, relationships) b) Use: how language is used as a social tool to achieve a certain outcome i) pragmatics: sequencing/ coherence, error repair, role in conversation, intention c) form i) syntax: internal structure of sentences ii) morphology: internal organization of words iii) phonology: rules governing the structure, distribution, and sequencing of speech sounds (ex. Prefixes or suffix) 6) Define and describe word knowledge a) word and symbol definitions b) primarily verbal 7) Define world knowledge and semantics. a) world knowledge  i) someone’s autobiographical and experiential understanding and memory of particular events b) semantics i) system of rules governing the meaning of words 8) Differentiate a bound morpheme and a free morpheme. a) bound morpheme: grammatical markers that can not function independently b) free morpheme: grammatical markers that can function independently and stand alone 9) What are pragmatic rules? a) Selection of appropriate linguistic form i) ex. Informal vs formal speech b) Use of language form consistent with assumed rules i) Direct / indirect ii) literal / nonliteral c) Use of ritualized forms i) ways of speech that is normalized ex. “I’m fine! How are you?” 10) Describe communicative competence. a) Being an effective communicator i) conceiving, formulating, modulating, producing, monitoring ii) Requires understanding the needs of the communication partner —> “mothereese” 11) Differentiate dialect and accent. a) dialect: subcategory from a parent language but without identical rules (viewed through sociolinguistic approach) i) Factors:  (1) geography (2) socioeconomic status (3) race/ethnicity (4) situation / context (a) REGISTERS—> how language is influenced by situational variables (5) Peer group influences (LGBTQ, teen talk) (6) 1st /2nd language learning b) accent: how one pronounces words but same rules but does not change any rules… dimensions that influence the effectiveness of communication i) Dimensions (1) Accentedness- perceived comparisons to speech patterns of listener’s community (2) Comprehensibility- how easily someone understands a message (3) Intelligibility- the extent to which someone actually understands an utterance/ message 12) Describe utility of theory. a) Helps us understand the language learning process across humans b) helps provide a framework for researchers to utilize 13) Describe theoretical frameworks for explaining language learning a) nature vs. nurture (nativist vs. interactionist) generativist constructionist focus language structure language use  cognitive cognitive mechanisms create language use and form comes from contributions speech; broca's / wernicke’s the need to use them in social situations; focus on context and meaning language rule based structure (learned usage based approach (learned learning through specific set of rules) through how it’s used) origins it is innate; “universal language” it is learned; language evolves to meet social needs NATURE NURTURE role of cognitive mechanism (LAD) integrated cognitive processes; environment language acquisition device; rules focus on context and meaning present in brain since birth; focus on syntax weaknesses - no empirical evidence to - doesn’t account for biological support universal language structures helping lang. dev. - Doesn’t account for - doesn’t account for people semantics and pragmatic; learning at different speeds only syntax despite same interactions - Doesn’t account for - Hard to generalize since interaction helping change many different interactions language - Doesn’t account for syntax - Doesn’t explain how - Usage based learning language is fluid and used in suggests a complex way to different context learn language - Doesn’t explain how brain processes lang. - Doesn’t explain how structure changes over time 14) Describe the goals of language research. a) Confirm general linguistic principles b) discover principles of language development c) clarify the relationship of language to development in other areas, such as cognition d) provide a theoretical description of language developmental processes 15) Describe language research and analysis regarding validity, reliability, and objectivity. a) Validity: how well research represents what is being measured b) Reliability: consistency across time c) Objectivity: not influenced by bias 16) Describe some of the issues in the study of child language. a) Method of data collection and population(s) i) dictated by area of interest: speech perception, language comprehension, language expression (1) Conversation sampling (2) Structured testing b) language sample size/ type (variability) i) consider proper amount, intelligibility of participant, effect of context, type of questions, and effects of interventions ii) Population sample size (1) representative? (2) appropriate amount? - Longitudinal vs short-term (attrition is issue in long term) iii) language sample size (1) minimum 50; usually 175+ is needed c) naturalness of language sample i) should be as similar to what participants experience in real life ii) observer paradox (observer may influence data collected; lack may lead to missing data) iii) child’s physical / emotional state (caregiver should comment on their typical performance) d) data collection i) audio only: missing contextual information ii) competing noise: should be anticipated + controlled prior to iii) short utterances: necessary to transcribe; provides context e) data analysis i) transcribe ASAP!!!  (1) memory degrades rapidly ii) single words or utterances not as helpful as a unit of analysis f) coss-language studies i) MLU not as helpful due to different morphemes ii) difficulty in language may be relative to type of language 17) Pros and cons of structured testing vs. unstructured (e.g., norm-referenced testing vs. language sample analysis) structured testing unstructured testing PROS can be specific in what they test analysis of real-life behaviors due to experimental control CONS redundant/ inconclusive info. intelligibility and affected by context not reflective of everyday use sample size results can be misread questions and effects of interventions (not well interpreted bc lack of control variables) 18) Benefits of cross language studies/research a) investigate universality: vocabulary size does not differ by language; even if the child is from different socioeconomic status they should have similar rates of vocabulary growth  b) linguistic specificity: attempts to determine whether development is the result of universal cognitive development or unique linguistic knowledge. c) Acquisition Principles i) Children apply underlying language learning strategies regardless of the language acquired (1) kids develop morphological markers over time (2) Errors occur mostly on verbs d) CONS i) MLU not helpful as a measure of morphemes/ words ii) Relative difficulty influenced by language (1) Vocabulary range may be better to use to make comparisons iii) Range of studies may differ in aims of research / methodology 19) Executive function 5 skills (1) paying attention (2) organizing and planning (3) initiating tasks and staying focused (4) regulating emotions (5) self-monitoring Week 3 (Chapter 3) 20) Describe the important brain functions: regulation, processing, formulation. a) Regulation: energy level / tone of cortex (how active your brain is in controlling homeostasis in body); enables you to monitor, evaluate, and flexibly adjust behaviors i) how your brain regulates activity to enact behaviors (1) EX. cinnamoroll adjusts oven settings and customer flow b) Processing: controls info. analysis, coding, and storage i) interpreting stimuli and its meaning (1) EX. understanding what customers need and want and interpreting what adjustments need to be made c) Formulation: regulates attention and concentration, motor behaviors are planned and coordinated i) the planning of behaviors or focusing on a goal (1) EX. pompompurin decides what pastries to make and assigns task to cinnamoroll  21) Describe hemisphere dominance for language left hemisphere right hemisphere specialized for language “holistic processing” math calculating visuospatial processing logical reasoning depth perception “step by step” processing facial processing breaking down incoming speech comprehension of sounds ○ prosody, affect, metaphors, semantics, complex linguistic info., environmental sounds pragmatics ○ emotions, jokes, figurative language 22) Language comprehension (Receptive language) vs. language production (expressive) a) Language comprehension (receptive language) i) requires paying attention/ ignoring at the same time ii) differentiating linguistic information iii) processing suprasegmental speech b) language production (expressive) i) frontal lobe: planning, prioritizing ii) broca’s area (interprets language; syntax, word and phrase processing) Week 3 (Chapter 4) 23) Getting organized development a) Priorities in emerging brain function i) basic body functions (breathing, heart beat)  ii) basic movement iii) 2 months of age: volitional movement iv) visual acuity (near and far) v) emotion and memory vi) 6-12 mo.: memory for referents, learning gesture 24) Early cognitive development a) Sensation i) registering information ii) hearing quantity and quality dramatically improves after birth iii) selective attention skills (1) habituation= experiencing a stimulus often enough will lead to the child knowing what to expect b) Perception i) allows us to process (1) uses previous knowledge ii) auditory (1) babies start hearing 20-27 weeks in utero iii) visual (1) pay attention to faces… love smiles… love mom’s c) Motor control i) Motor Development & Sound Making (1) newborn vocalizations (a) quasi resonant nuclei (QRN) (i) non-crying sounds (ii) vowel-like with brief consonants  (b) these incomplete phonations are due to the underdevelopment of children’s vocal cords (2) infant sound making (a) 2 months (i) non-distress “gooing” or “cooing” sound (3) babbling (a) 5-6 months (i) fully resonant nuclei (FRN) 1. CV and VC sounds 2. starts to resemble speech with CVCV repetition patterns (ii) child takes turn; starts conversational skills (b) 8 months (i) echolalia and variegated babbling 1. variegated babbling - “varyating” trying to create words by combining CVCV sounds that are not repetitive (c) 8-12 months (i) echolalia starts to imitate speech (d) 9 months (i) jargon… strings of unintelligible sounds w/ adults like prosody & intonation d) Cognition i) mental activities involved in comprehension ii) brain structure and organization influenced by experience and general development iii) exposure to stimuli facilitates cognitive skills (1) major changes (a) memory, processing speed, attention, and representational competence